MUSIC THERAPY IN AN INTERDISCIPLINARY CLASSROOM: UNDERGRADUATE TEACHING EXPERIENCES IN THE CONTEXT OF DIVERSE ACADEMIC BACKGROUNDS ดนตรีบำบัดในห้องเรียนสหศาสตร์: ประสบการณ์การสอน ในระดับอุดมศึกษาภายใต้บริบทผู้เรียนหลากหลายสาขา

Abstract

This article presents the teaching experience of an undergraduate elective course, ìIntroduction to Music Therapy,î which is designed for students from diverse academic backgrounds. The course aims to establish a foundational understanding of music therapy as an interdisciplinary field that integrates music, psychology, and medicine to promote physical and mental well-being. The course was designed with flexibility to accommodate students with various levels of prior knowledge, including music major students, health-science related students, and those from unrelated disciplines, while preserving essential content, including both active and receptive approaches to therapy, based on international standards such as those of the National Association of Schools of Music (NASM). The curriculum emphasizes relevance by allowing students to connect music therapy concepts with their disciplines through context-specific activities. Learning outcomes include improved understanding of music therapy, broader career perspectives, and greater awareness of its practical applications. The article also highlights challenges such as time limitations, resource constraints, and learner diversity. This article also highlights factors that will need to be considered in the future development of music therapy education.